This study, designed as a program evaluation of the Universal Design for Learning (UDL) Scholar Program, explored the ways that the application of UDL principles in courses and curriculum design may facilitate equity in student learning, and improve student success. The researcher designed this dissertation as a summative process and outcomesbased evaluation with the intent of adding to the body of knowledge available to faculty, administrators, and others by providing insight into the effectiveness of UDL as an educational strategy to make differences in student achievement and/or engagement in the learning process. The researcher utilized the concurrent triangulation design, a mixed methods approach to data collection and analysis, to explore the experience and perceptions of the UDL Scholars as participants of the program, as well as efficacy of the program. The researcher collected and analyzed data using SPSS 22 statistical analysis software to perform descriptive statistical analysis of quantitative data and Atlas.ti (version 7) analysis software to perform content analysis and coding of qualitative data.
